Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Jurnal Pendidikan Bahasa Inggris Journal on English as a Foreign Language (JEFL)
Bambang Yudi Cahyono
Universitas Negeri Malang, Malang, Indonesia
Education Languange, Linguistic, Communication & Media

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The Use of AI Writing Assistance for Academic Writing: Investigating the Introduction Section of Research Articles Written by EFL Students Aini Nabila Ikhwanudin; Bambang Yudi Cahyono; Niamika El Khoiri
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.111661

Abstract

This study investigated the utilization of AI writing assistants by EFL students in constructing the research article introduction section, specifically focusing on the application of Swales’ Create a Research Space (CARS) model. The research aimed to evaluate the extent of AI integration, the rhetorical quality of the introductions, and students’ perceptions of AI-mediated writing. A descriptive qualitative method was employed in this study, involving the analysis of 33 student manuscripts and semi-structured interviews. Data were collected using Turnitin AI detection reports and a rhetorical analysis checklist. The results revealed that while the majority of students demonstrated a strong grasp of establishing a research territory ( Move 1), significant challenges remained in establishing and occupying a niche (Moves 2 and 3). Turnitin analysis indicated that most students utilized AI strategically for linguistic refinement and structural scaffolding, with only a small minority exhibiting high dependence. Furthermore, participants perceived AI as a vital tool for enhancing writing efficiency, coherence, and grammatical accuracy. Based on these findings, it was concluded that AI functions effectively as a pedagogical scaffold that supports systematic writing; however, integrating critical AI literacy is essential to ensure that students maintain authorial agency and avoid uncritical reliance.
Exploring writing anxiety in analytical exposition text: A gender-based study of Indonesian high school EFL learners Salsabila Saifa Fitra Ichwany; Bambang Yudi Cahyono
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9790

Abstract

Students often experience writing anxiety due to limited knowledge and skills in completing writing tasks. Although widely studied, little research has addressed writing anxiety in composing analytical exposition texts among high school students. This study investigated the students’ levels, types, and causes of writing anxiety across gender. It was conducted at one public school in Malang City, Indonesia, and involved 114 eleventh graders. Data were collected using the Second Language Writing Anxiety Inventory (SLWAI) and the Causes of Writing Anxiety Inventory (CWAI). Data were analyzed by using descriptive quantitative analysis and inferential statistics. Findings revealed moderate to high anxiety levels in both gender. Female students’ average score (49.78) was slightly higher than male students (45.79). Statistical difference was found in levels of anxiety across gender. Furthermore, female and male students faced cognitive anxiety, somatic anxiety, and avoidance behavior. Somatic anxiety was at moderate to low levels; however, both groups experienced moderate to high cognitive anxiety and avoidance behavior. Meanwhile, female and male students suffered from anxiety due to linguistic difficulties, fear of evaluation, and insufficient writing practice. These results underscore the need for explicit instruction on linguistic features, constructive feedback, and regular writing practice to reduce students’ anxiety.
Co-Authors Aini Nabila Ikhwanudin Niamika El Khoiri Salsabila Saifa Fitra Ichwany